The Reggio Emilia Approach is an educational philosophy focused on early childhood and primary education. It was developed in the villages around Reggio Emilia in Italy after World War II. They felt that in the early years of development that children are forming as an individual. This programme is based on the principles of respect, responsibility and community through explorations and discovery in a supportive, enriching environment based on the children through a self guided curriculum.
The Reggio Emilia philosophy is based upon the following sets of principles:
-Children must have some control over the direction of their learning
-CHildren must be able to learn through experiences of touching, moving, listening seeing and hearing
Children have a relationship with other children and with material items in the world that children must be allowed to explore
-Children must have endless ways and opportunities to express themselves
It focuses as teachers as learners. The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teacher's are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding and actively engage in the activities alongside the child.
Teachers expand on the learning by collecting data such as notes, videos, conversations and photographs. The teacher needs to maintain active, mutual participation in the activity to help ensure that the child is clearly understanding what is being taught.
Environment plays a huge part such as, large spaces for the children to interact, large and small group areas, plants, mirrors and children's work accompanied by transcriptions of discussions.
Encourages children to investigate and test their hypotheses using many forms of language such as drawing, sculpture, drama, art , play and writing.
It has been hailed as an exemplary model of education by Newsweek. It is an approach designed for all children up to 6 years of age.
It focuses on the emergent curriculum, projects, collaboration, teachers as researchers, documentation and environment.
t is common for the children to have dramatic play areas and worktables for children from different rooms to come together.
Teachers need to:
Provoke ideas, problem solving and conflict
Take ideas fromt he children and explore them
Organise the classroom to be visually stimulating
Organised materials to help children make decisions
Document progress (videotape, record, portfolios)
Make connections in learning and experiences
Form a collective amongst other teachers
Have dialogue with parents, school
Foster connection between home, school and the community
Projects can...
emerge from children's ideas
can be provoked by teachers
can be introduced by teachers knowing what is of interest
be concrete, large enough for diversity
To conclude this approach is reflective of Dewey, Piaget, Vygotsky and Bruner.
Reggio Emilia's approach challenges some conceptions of teacher competence and developmentally appropriate practice.
Teacher's trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative team.
The Reggio Emilia philosophy is based upon the following sets of principles:
-Children must have some control over the direction of their learning
-CHildren must be able to learn through experiences of touching, moving, listening seeing and hearing
Children have a relationship with other children and with material items in the world that children must be allowed to explore
-Children must have endless ways and opportunities to express themselves
It focuses as teachers as learners. The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teacher's are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding and actively engage in the activities alongside the child.
Teachers expand on the learning by collecting data such as notes, videos, conversations and photographs. The teacher needs to maintain active, mutual participation in the activity to help ensure that the child is clearly understanding what is being taught.
Environment plays a huge part such as, large spaces for the children to interact, large and small group areas, plants, mirrors and children's work accompanied by transcriptions of discussions.
Encourages children to investigate and test their hypotheses using many forms of language such as drawing, sculpture, drama, art , play and writing.
It has been hailed as an exemplary model of education by Newsweek. It is an approach designed for all children up to 6 years of age.
It focuses on the emergent curriculum, projects, collaboration, teachers as researchers, documentation and environment.
t is common for the children to have dramatic play areas and worktables for children from different rooms to come together.
Teachers need to:
Provoke ideas, problem solving and conflict
Take ideas fromt he children and explore them
Organise the classroom to be visually stimulating
Organised materials to help children make decisions
Document progress (videotape, record, portfolios)
Make connections in learning and experiences
Form a collective amongst other teachers
Have dialogue with parents, school
Foster connection between home, school and the community
Projects can...
emerge from children's ideas
can be provoked by teachers
can be introduced by teachers knowing what is of interest
be concrete, large enough for diversity
To conclude this approach is reflective of Dewey, Piaget, Vygotsky and Bruner.
Reggio Emilia's approach challenges some conceptions of teacher competence and developmentally appropriate practice.
Teacher's trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative team.